Critical Thinking Ability in Islamic Education: Trends, Pedagogical Approaches, and Research Gaps—A Systematic Literature Review
DOI:
https://doi.org/10.32506/jois.v6i1.938Keywords:
Islamic education, critical thinking, pedagogy, literature review, research gapsAbstract
This systematic literature review examines the integration of critical thinking ability within Islamic education, mapping recent trends, pedagogical approaches, and existing research gaps. Following the PRISMA guidelines, a synthesis of peer-reviewed articles published over the last decade reveals a significant shift toward digital literacy in religious contexts and the promotion of religious moderation. Pedagogically, methods such as Problem-Based Learning (PBL), collaborative hiwar (dialogue), and analytical tadabbur (reflection) are highly effective in fostering students' analytical skills. However, the current literature exhibits substantial limitations, notably a lack of longitudinal studies, a geographical bias toward Southeast Asia, and a shortage of standardized assessment instruments rooted in an Islamic worldview. This review underscores the urgent need for future research to develop culturally and epistemologically aligned frameworks for measuring critical thinking in diverse Islamic educational institutions. Ultimately, these insights provide actionable guidance for curriculum developers and educators striving to cultivate analytical and reflective Muslim students in the modern era.
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